Nahid Semnani; Fariba Hanifi; Asghar Sharifi
Abstract
The aim of this study is to identify the factors affecting the components of social capital in education in order to provide a suitable scientific model for its promotion. Research method in terms of developmental purpose, in terms of consecutive exploratory mixed data, in the qualitative part by the ...
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The aim of this study is to identify the factors affecting the components of social capital in education in order to provide a suitable scientific model for its promotion. Research method in terms of developmental purpose, in terms of consecutive exploratory mixed data, in the qualitative part by the data method, the quantitative part by descriptive survey method, the statistical population of the qualitative part by a number of education experts, the quantitative part by district managers There were 1,096 students in Tehran. The qualitative part of the sample was 12 people by snowball method, the quantitative part was 285 people by cluster method, relative classes. The research instrument was a researcher-made questionnaire whose validity and reliability were confirmed by a coefficient of 0.881. Descriptive and inferential data were analyzed. Out of 79 available indicators, 6 main factors were identified, 13 components, including social identity with family, individual and cultural components, social participation with components of social and political activities, social networks with components of relationships and relationships. Social, social harms have components of social norms and distrust, social consciousness has components of social knowledge and development of social values, social responsibility has components of social cohesion and trust. The paradigm model of improving social capital consists of the above factors and components and the fit of the model is at the previous level.
